Yesterday the Associated Press reported in “Md. Board of Education approves environmental literacy graduation requirement” (via the Washington Post) that —
“BALTIMORE — High school seniors in Maryland will have to be literate on environmental matters to graduate from now on.
Maryland’s Board of Education passed the environmental literacy graduation requirement on Tuesday. Gov. Martin O’Malley says Maryland is now the first state in the nation to have such a requirement. The No Child Left Inside Coalition, which pushed for the requirement, says 48 other states are considering similar requirements, a sign of the increasing popularity of environmental education.
Under the graduation requirement, public schools will be required to infuse core subjects with lessons on conservation, smart growth and other environmental topics. School systems will be able to shape their programs, but they must align with state standards.” (Underscoring Forum’s.)
We warned last October in our “A Sobering AEI Report on Teaching Civics.”
“Environmental Education” vs. Solid Civics
“Readers may wonder about taxpayer-supported teaching priorities (see Board of Education details in the foregoing link) after reading Lisa Gartner’s Washington Examiner article‘Maryland schools must offer environmental education.’ Who reviews the environmental science in the curricula to ensure that it is sound? How does ‘environmental education’ comport with learning about established American property rights? With learning about free-market solutions to important challenges? Here is a Chesapeake Bay Foundation ally rejoicing in the environmental-education development: ‘There will be an Environmental Literacy Summit co-hosted by the MDCLI Coalition and the Chesapeake Bay Trust on October 20th in Annapolis.’ Do we believe that those who are skeptical of anthropogenic global warming will be the stars of this ‘summit’? How will Maryland environmental education teachers and texts discuss the human cost to malaria-ridden countries of the Rachel Carson legacy?”
Lisa Gartner also noted last September that – –
“Virginia schools must provide students a Chesapeake Bay watershed experience, as well as local restoration and protection project opportunities, in accordance with the Chesapeake 2000 Agreement.”
What Then Is To Be Done?
If past performance is an indicator, the General Assembly GOP leadership is unlikely to be able to focus the public effectively on the danger of multiculturalism (cultural Marxism) or its variants, such as Green Statism, in taxpayer-supported Maryland curricula.
Consequently the burden must fall on Maryland Tea Partyers, the conservative grass roots, and advocates like the New Renaissance in Education to get individual Maryland legislators in motion — and if necessary to have grass-roots sponsored “shadow hearings” around Maryland, illustrating how teachers are being required to propagandize.
We wondered last October —
“We may (just) be able to roll back Green Statism today, but how long can we keep doing so if new voters have no grasp of our history or are unable to see through the propaganda of statists?”